Pedagogies+102

__**Pedagogy 102**__

 * 1) ==Experiential Learning==
 * 2) ==Authentic Learning==
 * 3) ==Inquiry-based Learning==

__**Introduction**__

 * Pedagogy** is the art or science of being a teacher. The term generally refers to strategies of instruction, or a style of instruction.


 * Experiential Learning** is the process of making meaning from direct experience. (Wikipedia)


 * Authentic Learning** is a system of education based on real life situations and engaging students in these situations for a realistic approach to problem-solving.


 * Inquiry-based Learning** is based on the premise that learning should be based around student's questions, and teachers are facilitators of the search for knowledge rather than vessels of knowledge themselves.(Wikipedia)

**Experiential Learning**
 "Experience is not a matter of having actually swum the Hellespont, or danced with the dervishes, or slept in a doss-house. It is a matter of sensibility and intuition, of seeing and hearing the signif icant things, of paying attention at the right moments, of understanding and coordinating. **Experience is not what happens to a man; it is what a man does with what happens to him" ** -Aldous Huxley, //Texts and Pretexts //, introduction (1932)

Experiential learning is based on four elements of learning:

 Kolb and Fry (1975) argue that the learning cycle can begin at any one of the four points - and that it should really be approached as a continuous spiral. However, it is suggested that the learning process often begins with a person carrying out a particular action and then seeing the effect of the action in this situation. Following this, the second step is to understand these effects in the particular instance so that if the same action was taken in the same circumstances it would be possible to anticipate what would follow from the action. In this pattern the third step would be understanding the general principle under which the particular instance falls.

When the general principle is understood, the last step, according to David Kolb is its application through action in a new circumstance within the range of generalization. In some representations of experiential learning these steps, (or ones like them), are sometimes represented as a circular movement. In reality, if learning has taken place the process could be seen as a spiral. The action is taking place in a different set of circumstances and the learner is now able to anticipate the possible effects of the action.

and the Learning Cycle The four quadrants of the cycle are associated with four different forms of knowledge, in Kolb's view. Each of these forms is paired with its diagonal opposite.



//Kolb and Fry on learning styles (Tennant 1996)//
· can focus on hypo-deductive reasoning on specific problems · unemotional · has narrow interests || · good at generating ideas and seeing things from different perspectives · interested in people · broad cultural interests || excels in inductive reasoning · concerned with abstract concepts rather than people || · more of a risk taker · performs well when required to react to immediate circumstances · solves problems intuitively ||
 * **Learning style** || **Learning characteristic** || **Description** ||
 * **Converger** || Abstract conceptualization + active experimentation || · strong in practical application of ideas
 * **Diverger** || Concrete experience + reflective observation || · strong in imaginative ability
 * **Assimilator** || Abstract conceptualization + reflective observation || · strong ability to create theoretical models
 * **Accommodator** || Concrete experience + active experimentation || · greatest strength is doing things

media type="youtube" key="kv2Oag7UmXA" height="344" width="425" Source: http://www.youtube.com/watch?v=kv2Oag7UmXA media type="youtube" key="n1bXucBnII4" height="344" width="425" Source: Youtube -http://www.youtube.com/watch?v=n1bXucBnII4
 * Examples of Experiential Learning In Application **

Sources: [] [|http://www.learningandteaching.info/learning/experience.htm[[http://en.wikipedia.org/wiki/Experiential_learning] ]]

__Authentic Learning__

Definition from dictionary.com
 * au-then-tic** - not false or copied; genuine; real: an authentic antique.

What is authentic learning? Authentic Learning -  a pedagogical approach that allows students to explore, discuss, and meaningfully construct concepts and relationships in contexts that **involve real-world problems and projects** that are **relevant to the learner**

-Learner must be active to be engaged in real learning.

=
-If learning is authentic, students should be engaged in genuine learning problems that foster the opportunity for them to make direct connections between the new material that is being learned and their prior knowledge. These experiences will increase student motivation in learning.======



 * ====Learning is **real-world oriented** and has value beyond the school setting. ====
 * ====Learning is often interdisciplinary. ====
 * ====Students use higher-order thinking skills and learn concepts as well as basic facts. ====
 * ====The classroom is learner centered and allows for a variety of learning styles. ====
 * ====<span style="font-family: 'Times New Roman',Times,serif;">Students have ownership of their learning. ====
 * ====<span style="font-family: 'Times New Roman',Times,serif;">Instruction uses **hand-on approaches** and is accessible for all learners. ====
 * ====<span style="font-family: 'Times New Roman',Times,serif;">Learning is active and **student driven**. ====
 * ====<span style="font-family: 'Times New Roman',Times,serif;">Teachers act as coaches or learning facilitators. They are one of many resources students may turn to for learning. Parents, outside experts, and community members may all serve as sources for learning. ====
 * ====<span style="font-family: 'Times New Roman',Times,serif;">Scaffolding allows students to receive help when they need it and allows them to work freely when they can accomplish tasks on their own. ====
 * ====<span style="font-family: 'Times New Roman',Times,serif;">Learning uses **real-time data**, which students investigate and from which they draw conclusions. ====
 * ====<span style="font-family: 'Times New Roman',Times,serif;">Students often work together and have opportunities for discussion as they work to solve the problem. ====
 * ====<span style="font-family: 'Times New Roman',Times,serif;">Students produce a product that is **directed toward a real audience**. ====

One example of authentic learning is as follows:
==== One teacher engaged her primary students in a study of butterflies. The students wrote a survey they distributed to other students in their state to determine which type of butterfly should be the state butterfly. They then created proposals, complete with data, advocating for top-rated butterfly be named state butterfly that they presented to the state legislature. Their recommendation became law. ====

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__Inquiry-based learning__
 * Inquiry implies involvement that leads to understanding. Furthermore, involvement in learning implies possessing skills and attitudes that permit you to seek resolutions to questions and issues while you construct new knowledge.**




 * **Individuals carry on the process of inquiry from the time they are born until they die.**
 * **The process of inquiring begins with gathering information and data through applying the human senses -- seeing, hearing, touching, tasting, and smelling.**
 * **A complex process is involved when individuals attempt to convert information and data into useful knowledge.**
 * **Useful application of inquiry learning involves several factors: a context for questions, a framework for questions, a focus for questions, and different levels of questions.**


 * This figure illustrates the attributes necessary for both generating and effectively transmitting the fund of knowledge.**

====Values, or "ground rules" of a particular discipline provide that discipline's unique perspective. The sciences, for example, demand verification of data, while the study of literature often relies on opinions and subjective interpretations as a source of information. Habits of mind vary in their rigidity across disciplines. This doesn't mean that one is right and the other is wrong, but simply that the "ground rules" are different. These are prerequisites in order to allow for a successful inquiry based learning curriculum.====
 * The habits of mind **

While much thought and research has been spent on the role of inquiry in science education, inquiry learning can be applied to all disciplines. Individuals need many perspectives for viewing the world. Such views could include artistic, scientific, historic, economic, and other perspectives. While disciplines should interrelate, inquiry learning includes the application of certain specific "ground rules" that insure the integrity of the various disciplines and their world views.
 * The Application of Inquiry**

An important outcome of inquiry should be useful knowledge about the natural and human-designed worlds.
 * Outcomes of Inquiry**

While questioning and searching for answers are extremely important parts of inquiry, effectively generating knowledge from this questioning and searching is greatly aided by a conceptual context for learning.

Just as students should not be focused only on content as the ultimate outcome of learning, neither should they be asking questions and searching for answers about minutiae.

Well-designed inquiry-learning activities and interactions should be set in a conceptual context so as to help students accumulate knowledge as they progress from grade to grade.

Inquiry in education should be about a greater understanding of the world in which they live, learn, communicate, and work.